Designated Identity Narratives: Teacher Philosophy Statements in Critical CS Education

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Teachers’ Lives, Identities, and Journeys - Division K Section 3

Abstract

While teacher identity formation is a well-established area of education research, how pre-service teachers (PSTs) envision their future professional selves in complex and evolving fields like computer science (CS) remains underexplored. This paper examines how PSTs construct designated identity narratives as critical CS educators. Drawing on philosophy statements from seven PSTs enrolled in a critically conscious CS teacher preparation program, we analyze how participants articulate future-oriented visions and navigate tensions among competing figured worlds in computing. Findings suggest that conceptualizing philosophy statements as designated identity narratives offers a generative tool for supporting professional learning and reimagining teacher preparation.

Author

• Brendan R. Henrique, University of California - Berkeley